Bannatyne Reading Program -- GETTING STARTED -- JEWELS SERIES

Bannatyne Reading, Writing, Spelling and Language Program

GETTING STARTED

JEWELS SERIES

JEWELS SERIES

Getting Started in the Jewels Series of Workbooks

The Jewels Series (Workbooks 1-5) are introductory, and intended for all students who have had very little exposure, or none, to printed or written English. This set of Jewels Workbooks is for use with, and by, children in pre-school, kindergarten or beginning Grade 1. The Jewels Workbooks should also be used with ESL students with little knowledge of English. Many handicapped/disabled students may need to start in the Jewels Series. The Jewels Workbooks are also very effective for teaching foreign-language speaking students with no knowledge of English who live in their own native countries, and even those with another alphabet (e.g., Russian, Arabic, Hebrew or Greek) or no phonetic alphabet (e.g., Chinese) can learn English using the Bannatyne Reading, Writing, Spelling and Language Program provided an English-speaking teacher or parent is available who can translate. All these situations are feasible because the Jewels Series of Workbooks assumes no prior knowledge of English--spoken or written. Of course, as mentioned above, English-speaking students with no or little exposure to printed or written English definitely benefit greatly from working through the Jewels Series. Any student beginning the Bannatyne Program should at least be able to converse using simple sentences in either English, or in their native language.

The Jewels Workbooks teach students how to articulate, speak, read and write the most common spelling of each of the five short vowels along with the 21 basic consonants. Only three-letter words (apart from words with qu- and/or an added -s) are used in the Jewels Series because three-letter words consolidate the necessary overlearning required for later successful syllabication (breaking words into syllables) in longer words. Also, because most younger students and some handicapped/disabled students usually have a short-term memory for fewer phonemes-in-sequence in new verbal material than do older students and adults, the use of three-grapheme words in the Jewels Series gives them an early mastery of reading, writing, spelling and syntax.

Any students who have some small knowledge of how to read and print English should be given the Quick Placement Test (Workbook Entry Indicator) to ascertain whether or not they should start in the Jewels Series or proceed to the Ships Series.

The Teacher Guides for each of the Workbooks are very detailed and Teachers should have no difficulty when teaching directly from them, Step by Step. The teaching format and sequence of Sections, Activities and Steps will quickly become familiar to you. Of course, it is always wise to read over the Lessons in the Teacher Guide before actually teaching students. Teachers should use the GLOSSARY to find the definitions of any technical words or other words that are unfamiliar. Teachers should also examine the whole of the Grapheme Book to understand the color-code system for the 17 vowel spellings, the black and white regular and special consonants, the Pencil Chart, the descriptions of the correct articulations of the vowels and phonemes and their Audio examples. To hear the Audio examples, the Grapheme Book must be accessed on your computer from the hard drive or Disc 1.

The Jewels Workbooks teach each of the basic 26 phonemes/graphemes in an extensive range of sensory-motor, phoneme-to-grapheme association lessons and motivational formats, including words, sentences and stories. By working through the Workbooks interactively with a teacher, students learn:

to hear and articulate a specific beginning, middle and final phoneme in spoken words
to indelibly associate in long term memory each grapheme with its phoneme
to trace and write its grapheme accurately (lower case and capitals)
to use that phoneme/grapheme in three letter words in a variety of activity situations including:

word meanings (vocabulary building)
splitting and blending words
auditory closure on words
discrimination of graphemes and words
detecting the sequential position of a phoneme/grapheme in words
reading and writing sentences
understanding syntax
reading brief stories
using the words in a variety of games

Only those phonemes and graphemes that have already been taught, or are currently being taught, are used in any Workbook Activity. This is a unique feature of the Bannatyne Program. Students are never presented with phonemes/graphemes or words that they have not previously been deliberately and carefully taught by the teacher.

The order of introduction of the phonemes/graphemes is based on:

The frequency usage of the 21 most common single-grapheme consonants and 5 short vowels in English words.
Their usage in three-letter words. Only three letter words are used in the Jewels Series although a plural s is sometimes added. Also, the last grapheme consonant taught in the Jewels is qu.
The ease of printing (manuscript hand-writing) of specific graphemes by students was also initially taken into account.

Note that while some 350 words are taught in the Jewels Workbooks, it is the implicit learning by students of how the English language works in terms of its linguistic structure that is far more important because that gives them the power to understand and manipulate English structurally.

Pearl Workbook 1	t, o, p, i, l, a
Sapphire Workbook 2	s, n, b, c, r
Emerald Workbook 3	u, h, e, m, j
Diamond Workbook 4	g, y, k, x, f
Ruby Workbook 5	d, v, w, z, qu

ARRANGEMENT OF THE MAIN LESSON ACTIVITIES IN THE JEWELS WORKBOOKS

The following brief sample excepts from the Pearl Teacher Guide mostly give only the Headings (in teal ink) and Objectives of the actual lessons. In the Teacher Guides these Activity Objectives are expanded into a series of detailed numbered STEPS by means of which each of the Activities is taught by the Teacher and is learned by the students as they use their Workbooks.

However, only ACTIVITY # t 1 below has both the HEADINGS of the STEPS to use when teaching the ACTIVITY as well as the actual instructional information for each STEP so that you can appreciate the very detailed guidelines you will find in the Teacher Guides of the Bannatyne Program.

Each Teacher Guide contains completed illustrations of all the pages of the associated Student Workbook. Each illustration shows how each page looks after it has been appropriately completed by a student.

Unfortunately on the web it is not possible to show you the actual completed Student Workbook pages for the following activities because the download times are prohibitive. Nevertheless, these sample pages will give you some idea of the layout and presentation of the actual Lesson Plans in the Teacher Guides. Please go to the GLOSSARY if you do not know the meanings of some words.

Note that ACTIVITIES # t 1, # t 2, and # t 3 are entirely auditory-vocal, and that the only visual stimuli the students see are three rows of pictures.

ACTIVITY # t 1 -- AUDITORY IDENTIFICATION OF PHONEME /t/

(Pearl Workbook, OPEN at Page 1)

OBJECTIVES: Students learn:

the meaning of the spoken word phoneme
the meanings of all the words in the pictures (this is for extensive vocabulary building, and the student involvement in the conversation strengthens their syntax and confidence, especially as the students should contribute or answer in full sentences)
to listen to phoneme /t/
to auditorially identify /t/ as a phoneme
the sequential position of phoneme /t/ at the beginning, middle and end of heard words

STEP 1: TEACH THE MEANINGS OF THE WORDS IN THE PICTURES

Discuss the meanings of one word at a time while the students look at the relevant picture. Always be sure to state the word the picture represents before discussing it with students. Discuss any other meanings of a word after the pictured meaning has been discussed. Consult a dictionary for alternative meanings. For example, a bat can be the flying mammal, but it can also be a baseball or cricket bat.
Say: Look at the first picture on the top line. It is the number 10. You can all count to ten and you all know we have ten fingers. Show me ten fingers! What else do we have ten of? (pause) That's right, we have ten toes. How many cents are there in a dime? (pause) That's correct, there are ten cents in a dime.
Continue: Now look at the second picture on the top line. It is a man's tie. Some women wear ties too. Where do men tie their ties? (pause) Yes, they put their ties under their shirt collars around their necks. Why are they called ties? (pause) Right! Because men tie them in a knot so the tie looks nice. Now, what do we call it when two runners reach the finishing line at the same time? (pause) Correct! We call it a tie, perhaps because the two runners seemed to be tied together!
Note: When discussing word meanings from pictures in Activity 1 in the Jewel Workbooks, homonyms that use different spellings, such as tail and tale should be discussed with students without commenting on the differing spellings because this is only an auditory-vocal lesson. Make each discussion a lively and interesting conversation using full sentences.
Using the same vocabulary building method of discussion, discuss the meanings of the remaining words on the top, middle and bottom lines of the page. These words are:

toe tail

kettle letter button bottle

bat hut goat net

STEP 2: DEFINE A PHONEME FOR THE STUDENTS AND DESCRIBE HOW TO ARTICULATE PHONEME /t/

Define the phoneme /t/ to the listening students as: When we speak or listen to words, the words are made of sounds, and we call the sounds in words phonemes. If you listen carefully when I articulate the word ten you will hear the first phoneme is /t/. The phoneme /t/ is coming out of my mouth and going in your ears. Listen again, and put up your hand if you can hear the phoneme /t/. Teacher says /t/.../t/.../t/ at spaced intervals.
Describe how to articulate phoneme /t/: The phoneme /t/ is just a puff of air coming from between the lips, and when I put the palm of my hand up to my mouth I can feel the puffs of air coming out as I articulate it. Teacher demonstrates.
Continue: Now you try it. Make sure the students do NOT articulate phoneme /t/ as /tih/ or /tuh/. Good, you are all articulating the phoneme /t/ correctly.
Be sure each student understands exactly what a phoneme is before continuing.

STEP 3: TEACH /t/ AS A BEGINNING AUDITORY PHONEME (TOP line of pictures)

Say: I am going to articulate the words that represent the top line of four pictures, and I want you to listen carefully for the phoneme /t/ that comes at the beginning of each of the words as you look at its picture.
Articulate the words carefully, emphasizing the initial phoneme /t/:

ten tie toe tail

Continue: Can you hear the phoneme /t/ at the beginning of each word? Listen again as I articulate the words: ten tie toe tail (pause) Good!

STEP 4: TEACH /t/ AS A MIDDLE AUDITORY PHONEME (MIDDLE line of pictures)

Say: I am going to articulate the words that represent the middle line of four pictures, and I want you to listen carefully for the phoneme /t/ that comes in the middle of each of the words as you look at its picture.
Articulate the words carefully, emphasizing the middle phoneme /t/:

ke-ttle le-tter bu-tton bo-ttle

Continue: Can you hear the phoneme /t/ in the middle of each word? Listen again as I articulate the words: ke-ttle le-tter bu-tton bo-ttle (pause) Good!

STEP 5: TEACH /t/ AS A FINAL AUDITORY PHONEME (BOTTOM line of pictures)

Say: I am going to articulate the words that represent the bottom line of four pictures, and I want you to listen carefully for the phoneme /t/ that comes at the end of each of the words as you look at its picture.
Articulate the words slowly, emphasizing the final phoneme /t/:

bat hut goat net

Continue: Can you hear the phoneme /t/ at the end of each word? Listen again as I articulate the words: bat hut goat net (pause) Good!

STEP 6: PRACTICE ALL THE WORDS WITH THE POSITION OF /t/ AT RANDOM

(Workbooks closed so students will not be cued by pictures)

Say: Close your Workbooks. I am now going to articulate each of the words we have learned, and I want you to listen carefully for the phoneme /t/ in each word and let me know if the phoneme /t/ comes at the beginning, in the middle, or at the end of each word.
Continue (demonstrate with your back to the class): Turn your head to your left side if the phoneme /t/ comes at the beginning of the word I articulate (demonstrate), lift your head up if the phoneme /t/ comes in the middle of the word I articulate (demonstrate), and turn your head to your right side if the phoneme /t/ comes at the end of the word I articulate (demonstrate).
Articulate, one at a time, the following list of words carefully, emphasizing the phoneme /t/. Be sure to allow time for the students to respond appropriately with head movements:

bat   toe   bo-ttle   ten

ke-ttle   tail   hut   bu-tton

tie   net   goat   le-tter

If necessary repeat any words in which some students may be having difficulty identifying the position of phoneme /t/. If any students wait and watch to see the head movements of others before moving their own heads then ask the class to close their eyes while they listen. Individually help any student having great difficulty.
Praise ALL the students for their cooperation and effort, especially those who had difficulty.

STEP 7: AWARD REINFORCEMENT POINTS FOR ALL THE ABOVE STEPS

Award 2 points to all students for each line of pictures and insert the 2 points in the upper box on each line located after the words Teacher Articulates.
Explain that the points are given for: Listening/discussion of meanings (1 point); identifying the position of phoneme /t/ in the line of words/pictures (1 point).

***************

ACTIVITY # t 2 -- ARTICULATION AND IDENTIFICATION OF PHONEME /t/

(Pearl Workbook, OPEN at Page 1)

OBJECTIVES: Students learn:

to listen to phoneme /t/ (as a review)
to articulate and identify /t/ as a phoneme
the sequential position of phoneme /t/ at the beginning, middle and end of articulated words.

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 3 -- AUDITORY DISCRIMINATION OF PHONEME /t/

(Pearl Workbook, OPEN at Page 2, lead pencils needed)

OBJECTIVES: Students learn:

the meanings of all the words in the pictures (this is for extensive vocabulary building and the student involvement in the conversation strengthens their syntax and confidence, especially as the students should contribute or answer in full sentences)
to listen to phoneme /t/
to auditorially discriminate /t/ as a phoneme
the sequential position of phoneme /t/ at the beginning, middle and end of heard words

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 4 -- ASSOCIATION OF LARGE SIZE GRAPHEME t WITH PHONEME /t/

(Pearl Workbook, OPEN at Page 3, lead pencils needed)

OBJECTIVES: Students learn:

the meaning of the spoken word grapheme
to visually identify grapheme t
to associate (link) grapheme t with phoneme /t/
to motorically trace a large size grapheme t and link it vocally with phoneme /t/

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 5 -- ASSOCIATION OF GRAPHEME t (REDUCING IN SIZE) WITH PHONEME /t/

(Pearl Workbook, OPEN at Page 4, lead pencils needed)

OBJECTIVES: Students learn:

the meaning of the spoken word grapheme (as a review)
to visually identify grapheme t
to associate (link) grapheme t with phoneme /t/
to motorically trace grapheme t in reducing sizes, and link it vocally with phoneme /t/
to move from left to right along a row of graphemes with correct eye-movements and motor tracking

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 6 -- OVERLEARN THE ASSOCIATION (LINK) OF GRAPHEME t WITH PHONEME /t/

(Pearl Workbook, OPEN at Page 5, lead pencils needed)

OBJECTIVES: Students learn:

to visually identify grapheme t
to overlearn the association (link) of grapheme t with phoneme /t/ in long term memory
to motorically trace grapheme t multiple times, and link it vocally with phoneme /t/
to move from left to right along the rows of graphemes with correct eye-movements and motor tracking (this includes next-line beginning location as a return eye-movement)

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 7 -- PRINT GRAPHEME t IN ASSOCIATION (LINK) WITH PHONEME /t/

(Pearl Workbook, OPEN at Page 5, lead pencils needed)

OBJECTIVES: Students learn:

to print grapheme t in association (link) with phoneme /t/
to move from left to right along the rows of graphemes with correct eye-movements and motor tracking (this includes next-line beginning location as a return eye-movement)

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 8 -- THE VISUAL DISCRIMINATION OF GRAPHEME t FROM OTHER DESIGNS

(Pearl Workbook, OPEN at Page 6, lead pencils needed)

OBJECTIVES: Students learn:

to visually identify grapheme t
to discriminate visually the correct design of grapheme t from other shapes and designs
to motorically trace grapheme t multiple times, and link it vocally with phoneme /t/
to move from left to right along the rows of graphemes and designs with correct eye-movements and motor tracking (this includes next-line beginning location as a return eye-movement)

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 9 -- THE AUDITORY-VOCAL DISCRIMINATION OF PHONEME /t/ AND THE SEQUENTIAL DETECTION OF GRAPHEME t IN PRINTED WORDS

(Pearl Workbook, OPEN at Page 7, lead pencils needed)

OBJECTIVES: Students learn:

the meanings of the words in the pictures for the purpose of building vocabulary conversationally, preferably using full sentences
the auditory-vocal discrimination of phoneme /t/ from other spoken phonemes in words
to discriminate visually the correct design of grapheme t from other grapheme designs in words
to print the grapheme t in its correct sequential location (position) in words, and link it vocally with phoneme /t/

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 10 -- ASSOCIATION (LINK) OF CAPITAL GRAPHEME T WITH PHONEME /t/

(Pearl Workbook, OPEN at Page 8, lead pencils needed)

OBJECTIVES: Students learn:

to visually identify capital grapheme T
the meaning and use of capital graphemes
to associate (link) capital grapheme T with phoneme /t/
to motorically trace a large size capital grapheme T and link it vocally with phoneme /t/

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # t 11 -- OVERLEARN THE ASSOCIATION (LINK) OF CAPITAL GRAPHEME T WITH PHONEME /t/ BY TRACING AND PRINTING

(Pearl Workbook, OPEN at Page 9, lead pencils needed)

OBJECTIVES: Students learn:

to visually identify capital grapheme T again as review
to overlearn the association (link) of capital grapheme T with phoneme /t/ in long term memory
to motorically trace capital grapheme T multiple times, and link it vocally with phoneme /t/
to print capital grapheme T multiple times, and link it vocally with phoneme /t/
to move from left to right along the rows of graphemes with correct eye-movements and motor tracking (this includes next-line beginning location as a return eye-movement)

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

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NOTE: After the phonemes/graphemes t, o, p, i, and l have been thoroughly learned using the above Activities, WORDS and SENTENCES are introduced in the Jewels Series by adding ACTIVITIES #12 through # 22, and the latter are as follows:

ACTIVITY # l 12 -- THE ASSOCIATION OF AUDITORY-VOCAL WORDS WITH THEIR MEANINGS

(Pearl Workbook, CLOSED; this Activity is on Page 45 for inserting points)

OBJECTIVES: Students learn:

to associate (link) the detailed meanings and usages of lit with the auditory-vocal (articulated) stimulus word lit
to understand that in all spoken languages meaning is only associated with the auditory-vocal language, NOT with phonetically-coded (or other visual) symbols. Non-handicapped people who cannot read or write obviously know the meanings of words.

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 13 -- STUDENTS SPLIT AND BLEND STIMULUS WORDS AUDITORIALLY AND VOCALLY (using consonant phoneme/grapheme l)

(Pearl Workbook, OPEN at Page 46)

OBJECTIVES: Students learn:

the meanings of the stimulus words as a brief review
to hear the individual phonemes within each of the stimulus words as the Teacher articulates them by splitting and blending the words
to split the phonemes in each of the stimulus words further and further apart as the students articulate them
to gradually blend the split phonemes back together in each of the stimulus words as the students articulate them

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 14 -- AUDITORY CLOSURE GAME: PRACTICING AUDITORY CLOSURE ON WORDS

(Pearl Workbook, OPEN at Page 47, lead pencils needed)

OBJECTIVES: Students learn:

to close auditorially on words
focused listening to the sequence of phonemes in heard words
to discriminate auditorially between similar sounding groups of words

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 15 -- TONGUE TWISTER GAME: PRACTICING THE CLEAR, RAPID ARTICULATION OF SUCCESSIVE WORDS TO TRAIN VOCAL SEQUENCING SKILLS

(Pearl Workbook, OPEN at Page 47)

OBJECTIVES: Students learn:

to articulate (enunciate) clearly and rapidly a series of words in quick succession
to articulate the same series of words from recall memory (no stimulus cues)

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 16 -- TRACING AND SIMULTANEOUSLY ARTICULATING A WORD

(Pearl Workbook, OPEN at Page 48, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to understand which of the phonemes and graphemes learned to date are consonants
to identify a word visually, vocally and auditorially
to sequence the component phonemes and graphemes in a word
to trace the graphemes in a word as their equivalent phonemes are simultaneously articulated
to associate in memory a linked sequence of graphemes and phonemes in a word
to coordinate left to right eye-tracking and hand movements when tracing a word
to use color as a memory aid for vowel identification in a word

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 17 -- DISCRIMINATION AND TRACING OF A STIMULUS WORD

(Pearl Workbook, OPEN at Page 49, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to discriminate the word lit from other words
to trace lit including the use of the correct vowel grapheme color pencil
to associate (link) the graphemes with the phonemes in lit
to coordinate left to right eye and hand movements
to read lit several times

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 18 -- STUDENTS FIRST IDENTIFY lit FROM ITS PICTURED MEANING, THEN ARTICULATE, DISCRIMINATE, PRINT, AND READ lit

(Pearl Workbook, OPEN at Page 50, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to identify lit from its pictured meanings
to associate the articulated word lit with that recognized meaning
to discriminate the meaning of lit from other pictured meanings
to print the word lit sequentially from recall memory while articulating lit
to coordinate eye and hand movements while printing lit
to read lit several times

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 19 -- INTRODUCTION TO SENTENCES IN A STORY: DEFINE SENTENCE, DISCUSS PICTURED MEANINGS, LINK GRAPHEMES TO PHONEMES, READ, TRACE, AND PRINT SENTENCES

(Pearl Workbook, OPEN at Page 51, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to listen to a brief story and discuss its meaning while looking at an illustration (comprehension)
to listen to two sentences which are read to them as the students follow the words in print
to understand the definition of a sentence explained to them in detail by the Teacher
to know that sentences begin with a capital letter and end with a period
to trace the words in sentences in a strict left to right sequential order
to discriminate between two sentences in print
to use visual closure to detect the missing word graphemes in sentences
left to right eye tracking and hand movements along sentences
to understand the order of the words (syntax) in a sentence determines its meaning

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 20 -- STUDENTS LEARN TO PRINT A SELECTED SENTENCE FROM RECALL MEMORY, SPELLING THE WORDS

(Pearl Workbook, OPEN at Page 52, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to think about the meanings of two sentences in verbal memory, and discriminate between them
to select (identify) one of the sentences as the one which most matches the picture in its meaning
to recall the syntactical and graphemic structure of that selected sentence from recall memory
to print that selected sentence from recall memory on the lines provided
to articulate the phonemes, color-code the graphemes, and then read the selected sentence
note that the last three items (recall, print and code) are collectively involved in the process called spelling

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 21 -- STUDENTS TRACE, SPEED READ AND SPELL A GROUP OF KEY WORDS

(Pearl Workbook, OPEN at Page 53, lead pencils and color pencils needed, stack of sheets of unused lined paper needed)

OBJECTIVES: Students learn:

the meanings of a group of words as a review
to trace and color-code the group of words as they simultaneously articulate the phonemes
to read rows of words which includes training in left to right eye-tracking along the rows as well as line-by-line return eye-movements
to Speed Read rows of words against a stopwatch for fluency training and to overlearn them for instant recognition in long-term memory
to spell each of the words by printing them from sequential phoneme/grapheme recall memory

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 22A -- TIC TAC TOE (NOUGHTS AND CROSSES) -- WORD REVIEW

(Pearl Workbook, OPEN at Page 53, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to review tracing (including color-coding) and articulating words
to review reading words individually
to enjoy a word game (motivation)
cooperation with another student in completing both students' Workbook pages

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 22B -- BE AN ARTIST -- REVIEW OF WORD MEANINGS

(Pearl Workbook, OPEN at Page 53, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to associate from memory words they have previously learned with the visual meanings of those words
to read the words individually, then trace and color-code words
to enjoy the experience of exercising their artistic spatial abilities by drawing pictures

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 22C -- THE SECRET CODE GAME -- CAPITAL GRAPHEME REVIEW

(Pearl Workbook, OPEN at Page 54, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

what a code is and how to solve it
to review selected capital graphemes by printing them, and to associate (link) their phonemes with them
to read a decoded message composed of only capital graphemes

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

ACTIVITY # l 22D -- THE CROSSWORD PUZZLE GAME --SPELLING REVIEW

(Pearl Workbook, OPEN at Page 54, lead pencils and color pencils needed)

OBJECTIVES: Students learn:

to spell specific words accurately without a dictated stimulus
to spell the words from their pictured meanings
to spell the words while printing them
to deduce word meanings from puzzle clues (pictures) and to detect the word from their meanings (this is a natural meaning-to-word handwriting situation)
to enjoy the Crossword Puzzle as a game, and with it spelling

(Detailed Lesson Steps follow these Objectives in the actual Teacher Guides)

The Bannatyne Reading Program is a comprehensive, integrated reading program, writing program, spelling program, language program, and comprehension training program. The Bannatyne Reading Program is unlike any other reading programs currently available. This means you will find many features which are only in the Bannatyne Reading Program. In some Commonwealth countries the program may be referred to as: Bannatyne Programme, or Bannatyne Reading Programme.